TS SET 2014: Paper II, Education
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SUBJECT CODE SUBJECT PAPER
A-06-02 EDUCATION II
HALL TICKET NUMBER
QUESTION BOOKLET NUMBER
OMR SHEET NUMBER
DURATION MAXIMUM MARKS NUMBER OF PAGES NUMBER OF QUESTIONS
1 HOUR 15 MINUTES 100 24 50
This is to certify that, the entries made in the above portion are correctly written and verified.
Candidate’s Signature Name and Signature of Invigilator
Instructions for the Candidates A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
1. Write your Hall Ticket Number in the space provided on the top 1. D ç³#r ò³O ¿êVæü ÌZ CÐèþÓºyìþ¯èþ çÜ¦Ë ÌZ Ò$ çàÌý sìýMðüsý ¯èþ ºÆæÿ$ Æ>Äæý$ yìþ.
of this page.
2. D {ç³Ôèý² ç³{èþÐèþ$$ Äæý*¿ñýO ºçßý$âñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E ¨.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet will 3. ç³Èæü {´ëÆæÿ ¿æýÐèþ$$¯èþ D {ç³Ôé²ç³{èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$èþ$ ¨. Ððþ$$§æþsìý I§æþ$
be given to you. In the first 5 minutes, you are requested to open °Ñ$çÙÐèþ$$ËÌZ D {ç³Ôé²ç³{èþÐèþ$$¯èþ$ ðþÇ_ Mìü §æþ ðþÍí³¯èþ A Ôé˯èþ$ èþç³µ°çÜÇV>
the booklet and compulsorily examine it as below : çÜÇ^èþ*çÜ$Mø yìþ.
(i) To have access to the Question Booklet, tear off the paper (i) D {ç³Ôèý² ç³{èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþÆÿõ³h A ^èþ$¯èþ E¯èþ² M>Wèþç³# ïÜË$¯èþ$
seal on the edge of this cover page. Do not accept a booklet _ ^èþ yìþ. íÜtMæüPÆÿ ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ðþÇ_ E¯èþ² {ç³Ôé²ç³{èþÐèþ$$¯èþ$
without sticker-seal and do not accept an open booklet. Ò$Ææÿ$ A XMæüÇ ^èþÐèþ§æþ$ª.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover (ii) MæüÐèþÆæÿ$ õ³h ò³O Ðèþ$${¨ _¯èþ çÜÐèþ*^éÆæÿ {ç³M>Ææÿ D {ç³Ôèý²ç³{èþÐèþ$$ÌZ° õ³iË
page. Faulty booklets due to pages/questions missing çÜ Qůèþ$ Ðèþ$ÇÄæý$$ {ç³Ôèý²Ë çÜ Qůèþ$ çÜÇ^èþ*çÜ$Mø yìþ. õ³iË çÜ QÅMæü$
or duplicate or not in serial order or any other çÜ º «¨ _ V>± Ìôý§é çÜ*_ _¯èþ çÜ QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{ç³
discrepancy should be got replaced immediately by a M>Mæü´ùÐèþ#r Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é óþyéË$ yæþ$r
correct booklet from the invigilator within the period Ðèþ sìý §øçÙç³NÇèþÐðþ$O¯èþ {ç³Ôèý² ç³{é°² Ððþ r¯óþ Ððþ$$§æþsìý I§æþ$ °Ñ$ÚëÌZÏ ç³È>
of 5 minutes. Afterwards, neither the Question Booklet ç³ÆæÿÅÐóþæüMæü$°Mìü ÇW C_aÐóþíÜ §é°Mìü º§æþ$Ë$V> çÜÇV>Y E¯èþ² {ç³Ôèý²ç³{é°² ¡çÜ$Mø yìþ.
will be replaced nor any extra time will be given. èþ§æþ¯èþ èþÆæÿ {ç³Ôèý²ç³{èþÐèþ$$ Ðèþ*Ææÿaºyæþ§æþ$ A§æþ¯èþç³# çÜÐèþ$Äæý$ CÐèþÓºyæþ§æþ$.
(iii) After this verification is over, the Test Booklet Number
should be entered in the OMR Sheet and the OMR Sheet (iii) ò³O Ñ«§æþ V> çÜÇ^èþ*çÜ$Mö¯èþ² èþÆ>Óèþ {ç³Ôé²ç³{èþ çÜ Qůèþ$ OMR ç³{èþÐèþ$$ ò³O
Number should be entered on this Test Booklet. A§óþÑ«§æþ V> OMR ç³{èþÐèþ$$ çÜ Qůèþ$ D {ç³Ôé²ç³{èþÐèþ$$ ò³O °ÇªçÙtt çÜ¦Ë ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
4. Each item has four alternative responses marked (A), (B), (C) 4. {ç³ {ç³Ôèý²Mæü$ ¯éË$Væü$ {ç³éÅÐèþ*²Äæý$ {ç³çܵ §æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
and (D). You have to darken the circle as indicated below on the Ë$V> CÐèþÓºyézÆÿ$$. {ç³{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
correct response against each item. OMR ç³{èþÐèþ$$ÌZ {ç³ {ç³Ôé² çÜ QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþé¢ÌZÏ çÜÆðÿO¯èþ
Example : A B C D {ç³çܵ §æþ¯èþ¯èþ$ çÜ*_ ^óþ Ðèþ颰² »êÌý ´ëÆÿ$$ sý ò³¯þø Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
where (C) is the correct response.
ç³NÇ ^éÍ.
E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in the OMR Answer
Sheet given to you. If you mark at any place other than in the (C) ç Ü Æð ÿ O ¯ è þ {ç ³ ç Ü µ §æ þ ¯è þ AÆÿ$$ó þ
circle in the Answer Sheet, it will not be evaluated. 5. {ç³Ôèý²ËMæü$ {ç³çܵ §æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{èþÐèþ$$ø CÐèþÓºyìþ¯èþ OMR ç³{èþÐèþ$$ ò³O¯èþ
6. Read instructions given inside carefully. CÐèþÓºyìþ¯èþ Ðèþé¢ÌZϯóþ ç³NÇ _ Væü$Ç¢ ^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{èþ ò³O ÐóþÆöMæü ^ør
7. Rough Work is to be done in the end of this booklet. Væü$Ç¢õÜ¢ Ò$ {ç³çܵ §æþ¯èþ Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$ºyæþ§æþ$.
8. If you write your name or put any mark on any part of the OMR 6. {ç³Ôèý² ç³{èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væüèþ¢V> ^èþ§æþÐèþ yìþ.
Answer Sheet, except for the space allotted for the relevant 7. _èþ$¢ç³°° {ç³Ôèý²ç³{èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
entries, which may disclose your identity, you will render yourself 8. OMR ç³{èþÐèþ$$ ò³O °È~èþ çÜ¦Ë ÌZ çÜ*_ ^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ èþí³µ _ CèþÆæÿ çÜ¦Ë ÌZ
liable to disqualification. Ò$ Væü$Ç¢ ç³#¯èþ$ ðþÍõ³ Ñ«§æþ V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ V>± Ìôý§é CèþÆæÿ _à²Ë¯èþ$ ò³rtyæþ
9. The candidate must handover the OMR Answer Sheet to the V>± ^óþíܯèþrÏÆÿ$$óþ Ò$ A¯èþÆæÿáèþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#éÆæÿ$.
invigilators at the end of the examination compulsorily and
9. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆ>Óèþ Ò$ OMR ç³{é°² èþç³µ°çÜÇV> ç³Èæü ç³ÆæÿÅÐóþæüMæü$yìþMìü CÐéÓÍ.
must not carry it with you outside the Examination Hall. The
candidate is allowed to take away the carbon copy of OMR Ðésìý° ç³Èæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýÏMæü*yæþ§æþ$. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆæÿ$Ðéèþ A¿æýÅÆæÿ$¦Ë$
Sheet and used Question paper booklet at the end of the {ç³Ôèý² ç³{é°², OMR ç³{èþ Äñý$$MæüP M>Ææÿ¾¯þ M>ï³° ¡çÜ$Mæü$ÐðþâæýÏÐèþ^èþ$a.
examination. 10. ±Í/¯èþËÏ Ææÿ Væü$ »êÌý ´ëÆÿ$$ sý ò³¯þ Ðèþ*{èþÐóþ$ Eç³Äñý*W ^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæüÇ£æþÐþ$ sôýº$ÌýÞ, M>ÅÍMæü$ÅÌôýrÆÿË$, GË[M>t°Mü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³ÈæüVæü¨ÌZ
11. Use of any calculator or log table etc., is prohibited. Eç³Äñý*W ^èþyæþ °õÙ«§æþ .
12. There is no negative marks for incorrect answers. 12. èþç³ çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË èþWY ç³# Ìôý§æþ$.
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HE
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EDUCATION
Gyæþ$ÅMóüçÙ¯þ
Paper – II
õ³ç³Æÿ – II
1. Syad vada is the contribution of this 1. ÝëŧþÐé§é°² A ¨ _¯èþ èþèþÓ
philosophy
(A) »o§æþ®Ðèþ$èþ
(A) Buddhism
(B) gñýO¯èþÐèþ$èþ
(B) Jainism
(C) Vedanta (C) Ðóþ§é èþ
(D) Sankya (D) Ýë QÅÐèþ$$
2. Find the correct sequence of reaching to 2. AÆæÿÑ §æþ$° èþèþÓ {ç³M>Ææÿ A«¨ Ðèþ$¯èþçÜ$Þ Ýë¦Æÿ$$Mìü ^óþÆóÿ
the level of super mind as per Aurobindo
philosophy
{MæüÐèþ$ ÌZ° ÐèþÆæÿ$çܯèþ$ Væü$Ç¢ ^èþ yìþ
1) Higher mind 1) E¯èþ²èþ Ðèþ$¯èþçÜ$Þ
2) AÐèþ$¯èþçÜ$Þ
2) Over mind
3) gêq¯èþÐèþ èþ Ðèþ$¯èþçÜ$Þ
3) Illuminative mind
4) A èþÆÿ »o¨®Mæü Ðèþ$¯èþçÜ$Þ
4) Intuitive mind
5) A«¨Ðèþ$¯èþçÜ$Þ
5) Super mind
(A) 1, 2, 3, 4 Ðèþ$ÇÄæý$$ 5
(A) 1, 2, 3, 4 and 5
(B) 1, 3, 2, 4, 5
(B) 1, 3, 2, 4, 5
(C) 2, 1, 3, 4, 5
(C) 2, 1, 3, 4, 5
(D) 4, 2, 1, 3, 5
(D) 4, 2, 1, 3, 5
3. Which of the following is correct about 3. Äæý$«§éÆæÿ¦Ðé§æþ{ç³M>Ææÿ Äæý$«§éÆ>¦°Mìü çÜ º «¨ _ Mìü ¨
reality of realism ? ÐésìýÌZ H¨ çÜÆðÿO¯èþ¨ ?
(A) Mind and spirit is real (A) Ðèþ$¯èþçÜ$Þ, _§éèþà (spirit) Ë$ Äæý$«§éÆæÿ¦
(B) Reality which exists outside mind,
(B) Ðèþ$¯èþçÜ$Þ, ^ðþOèþ¯èþÅ , A¯èþ$¿æýÐéËMæü$ BÐèþË E yóþ§óþ
consciousness and experience
Äæý$«§éÆæÿ¦
(C) Reality which is in constant flux
(C) Äæý$«§éÆæÿ¦ °Ææÿ èþÆæÿ ^èþ˯èþ íܦÌZ E r$ ¨
(D) Matter and nature is real
(D) 糧éÆæÿ¦Ðèþ$$, {ç³Mæü Äæý$«§éÆæÿ¦
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4. The sequence of four aspects of Brahman 4. A§ðþOÓèþÐé§æþ {ç³M>Ææÿ {ºçßýÃÐèþ$$¯èþMæü$ ^ðþ ¨¯èþ ¯éË$Væü$
according to advaitha A ÔéË ÐèþÆæÿ$çÜ {MæüÐèþ$Ðèþ$$
(A) Vaisvanara → Isvara → Hiranya (A) ÐðþOÔèýÓ¯èþÆæÿ → DÔèýÓÆæÿ → íßýÆæÿ×ýÅVæüÆæÿ →
garba → Parabrahman ç³Ææÿ{ºçßýÃÐèþ$$
(B) Hiranya garba → Vaisvanara (B) íßýÆæÿ×ýÅVæüÆæÿ → ÐðþOÔèýÓ¯èþÆæÿ → DÔèýÓÆæÿ →
→ Isvara → Parabrahman ç³Ææÿ{ºçßýÃÐèþ$$
(C) ÐðþOÔèýÓ¯èþÆæÿ → íßýÆæÿ×ýÅVæüÆæÿ → DÔèýÓÆæÿ →
(C) Vaisvanara → Hiranyagarba →
Isvara → Parabrahman ç³Ææÿ{ºçßýÃÐèþ$$
(D) ç³Ææÿ{ºçßýÃÐèþ$$ → DÔèýÓÆæÿ → íßýÆæÿ×ýÅVæüÆæÿ →
(D) Parabrahman → Isvara →
Hiranya garba → Vaisvnara ÐðþOÔèýÓ¯èþÆæÿ
5. Select from the following the prominent 5. AíÜ¢èþÓÐé§é°Mìü {ç³Ðèþ$$Q V> §øçßý§æþ ^óþíܯèþ ÐéÆæÿ$
contributors for existentialism :
(A) ò³{È, ByæþÐþ$Þ, MîüÇPV>Æÿz, òßýyðþVæüYÆÿ
(A) Perry, Adams, Kierkegaard,
Heidiggar
(B) ÑÍÄæý$ gôýÐþ$Þ, Ðèþ*ÆðÿÛÌý, ^éÆðÿÏÜ í³Äæý$ÆÿÞ
(B) William James, Marcel, Charles
pierce
(C) õ³ÏsZ, M> sý, yðþM>Æÿt, Ýë[Æðÿ¢
(C) Plato, Kant, Descartes, Sartre
(D) Kierkegaard, Heidiggar, Marcel,
(D) MîüÇPV>Æÿz, òßýyðþVæüYÆÿ, Ðèþ*ÆðÿÛÌý, ±òÙ
Nietzsche
6. “Ultimate nature of the universe is mental 6. ""ÑÔèýÓ Äñý$$MæüP A Ðèþ$ çÜÓ¿êÐèþ Ðèþ*¯èþíÜMæüÐðþ$O¯èþ¨ A sôý
i.e. the universe is one-all embracing order,
ÑÔèýÓÐèþ$¯óþ¨ A°² sìý± CÐèþ$$yæþ$aMæü$¯èþ² JMæü {MæüÐèþ$ . D HMæüèþÓ
it attributes this unity to the ideas and
purpose of an absolute mind or God”, is A¯óþ¨ °Ææÿõ³æü Ðèþ$¯èþçÜ$Þ Ìôý§é §óþÐèþ#°Mìü çÜ º «¨ _ ¨'', A°
believed by which type of Idealism ? Mìü ¨ ÐésìýÌZ H ÆæÿMæüÐðþ$O¯èþ ¿êÐèþÐé§æþ ¯èþÐèþ$$Ãèþ$ ¨.
(A) Absolute Idealism (A) °Ææÿõ³æü ¿êÐèþÐé§æþ
(B) Subjective Idealism (B) BéÃ{ÔèýÄæý$ ¿êÐèþÐé§æþ
(C) Objective Idealism (C) ÑçÙÄæý*{ÔèýÄæý$ ¿êÐèþÐé§æþ
(D) Personal Idealism (D) ÐèþÅMìü¢Væüèþ ¿êÐèþÐé§æþ
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7. Conflicts, tragedy, horror, anguish, 7. ç$ÆæÿÛ×ýË$, ÑÚë§æþ , Á, ø¿æý, J rÇèþ¯èþ , A°ÕaéË$,
solitude, uncertainties, dread, human
¿æ ý Äæ ý *¯è þ Mæ ü , Ðè þ *¯è þ Ðè þ éÅVæ ü Ðð þ $$§æ þ ËVæ ü $ Ðésì ý °
sacrifice, etc. are reflective in
{ç³¼ ¼ ^óþ¨
(A) Marxism
(A) Ðèþ*ÆÿPüÞ Ðé§æþ
(B) Realism
(B) Äæý$«§éÆæÿ¦Ðé§æþ
(C) Humanism (C) Ðèþ*¯èþÐèþéÐé§æþ
(D) Existentialism (D) AíÜ¢èþÓÐé§æþ
8. Which of the following school of 8. Mìü ¨ ÐésìýÌZ H èþèþÓÐé§æþ VæüÖË, {ç³VæüÖË »Z«§æþ¯é
philosophy emphasized more dynamic 糧æþ®èþ$˯èþ$ E§ésìý _ ¨ ?
and progressive methods of teaching ?
(A) ÐéÅÐèþàÇMæü çÜé¢Ðé§æþ
(A) Pragmatism
(B) Ðèþ*¯èþÐèþéÐé§æþ
(B) Humanism
(C) {ç³MæüÐé§æþ
(C) Naturalism
(D) Äæý$«§éÆæÿ¦Ðé§æþ
(D) Realism
9. Identify the meaning of the word, 9. Mìü §æþ C_a¯èþ ÐésìýÌZ ¯èþ$ _ "GçÜPsêËh' A¯óþ糧é°Mìü VæüË
‘Eschatology’ from the following AÆ>¦°² Væü$Ç¢ ^èþ yìþ
statements :
(A) Ðèþ$Ææÿ×ý èþÆæÿ$Ðéèþ Bèþà íܦ° ^èþÇa ^óþ¨
(A) Discussion of the condition of soul
after death (B) BèþÃ Äñý$$MæüP éÓMæü ÑÔóýÏçÙ×ý
(B) Philosophical analysis of self
(C) {ç³ç³ ^èþ ÆæÿçßýÝëÅ˯èþ$ A«§æþÅÄæý$¯èþ ^óþõܨ
(C) Studies the mysteries of the world
(D) The study of creation (D) çÜíÙt° A«§æþÅÄæý$¯èþ ^óþõܨ
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10. The first step in the eight fold path said for 10. §æþ$@Q °ÐéÆæÿ×ýMðüO º$§æþ$®yæþ$ »Z«¨ _¯èþ AÚët Væü Ðèþ*ÆæÿY ÌZ°
cessation of suffering by Buddha
Ððþ$$§æþsìý Ýù´ë¯èþ
(A) Right will (A) çÜÐèþ$ÅMü çÜ Mæü˵
(B) Right knowledge (B) çÜÐèþ$ÅMü gêq¯èþ
(C) Right speech (C) çÜÐèþ$ÅMü ÐéMæü$P
(D) Right effort (D) çÜÐèþ$ÅMü {ç³Äæý$èþ²
11. Education was made as one of the 11. ѧæþůèþ$ {´ë£æþÑ$Mæü çßýMæü$PV> H Æ>gêÅ Væü çÜÐèþÆæÿ×ý §éÓÆ> H
fundamental rights as per this çÜ ÐèþèþÞÆæÿ ÌZ ´÷ §æþ$ç³Ç^éÆæÿ$ ?
constitutional amendment in the year.
(A) 86 Ðèþ – 2002
th
(A) 86 – 2002
(B) 85 Ðèþ – 2001
(B) 85th – 2001
(C) 85 Ðèþ – 2002
(C) 85th – 2002
(D) 86th -2001 (D) 86 Ðèþ -2001
12. The essence of teachings of religion was 12. Ææÿ*ç³çÜíßýèþ, Ææÿ*ç³Ææÿíßýèþ §æþÆæÿدèþ ÝûË¿æýÅ MæüÍW¯èþ ÑÔèýÓÐéÅí³èþ
the universality of God and his §óþÐèþ#yóþ Ðèþ$èþ »Z«§æþ¯èþË ÝëÆ> Ôèý A° ¯èþÑ$ïèþ ÐéÆæÿ$
accessibility both in form and without
(A) M.K. V> Ǭ
form is the belief of
(A) M.K. Gandhi (B) ÝëÓÑ$ ÑÐóþM>¯èþ §æ
(B) Swami Vivekananda
(C) sêVøÆÿ
(C) Tagore
(D) AÆæÿ¼ §ø ò*Ù
(D) Aurobindo Ghosh
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13. Match the following : 13. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ
a. All knowledge, 1. M.K.Gandhi a. gêq¯èþÐèþ$ é ÌoMìüMæüÐèþ* 1. M.K. V> «¨
secular or spiritual Ìôý§é B«§éÅÃMæüÐèþ*
is in human mind A¯èþ²¨ Ðèþ$°íÙ Ðèþ$¯èþçÜ$ÞÌZ
b. One who chooses 2. Rabindranath
E r$ ¨
the divine is Tagore b. GÐèþÆðÿOóþ §ðþOÐèþéÓ°² 2. ÆæÿÒ {§æþ¯é£þ sêVæü*Æÿ
chosen by the divine G ^èþ$Mö sêÆø
ÐéÇ° §ðþOÐèþ
c. Introduction to 3. Aurobindo
G ^èþ$Mö r$ ¨
Gitanjali in English
c. B VæüÏ ÌZ Xé fÍMìü 3. AÆæÿ¼ §ø
was written by
E´ù§éèþ {ÐéíܯèþÐéÆæÿ$
d. Service to humanity 4. Vivekananda
d. Ðèþ*¯èþÐèþ õÜÐóþ 4. ÑÐóþM>¯èþ §æþ
is the core of his
èþèþÓÝëÆæÿ
philosophy
Ðèþ$*ËÐèþ$¯èþ²ÐéÆæÿ$
5. W.B. Yeats
5. W.B. DsýÞ
a b c d a b c d
(A) 1 2 3 5 (A) 1 2 3 5
(B) 2 5 4 3 (B) 2 5 4 3
(C) 5 2 1 4 (C) 5 2 1 4
(D) 4 3 5 1 (D) 4 3 5 1
14. Match the following : 14. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ
a. No verbal instruction 1. Existentialism a. Ôé¼®Mæü »Z«§æþ¯èþ Ðèþ§æþ$ª 1. AíÜ¢èþÓÐé§æþ
b. Teacher as a stage b. E´ë«§éÅÄæý$$yæþ$ Ðóþ¨Mæü¯èþ$ 2. Äæý$«§éÆæÿ¦Ðé§æþ
setter 2. Realism íܧæþ® ^óþõÜÐéyæþ$
c. »êËË ò³O E´ë«§éÅÄæý$$° 3. {ç³MæüÐé§æþ
c. Teachers ideas are
not imposed on child 3. Naturalism
¿êÐé˯èþ$ Ææÿ$§æþªMæü*yæþ§æþ$
d. E´ë«§éÅÄæý$$yæþ$ JMæü 4. ¿êÐèþÐé§æþ
d. Teacher as a guide 4. Idealism
Ðèþ*ÆæÿY§æþÇØ
5. Pragmatism 5. ÐéÅÐèþàÇMæü çÜé¢Ðé§æþ
a b c d a b c d
(A) 2 3 1 4 (A) 2 3 1 4
(B) 2 5 1 4 (B) 2 5 1 4
(C) 2 3 1 5 (C) 2 3 1 5
(D) 3 2 1 4 (D) 3 2 1 4
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15. Which of the following is not an essential 15. B«§æþ$°Mæü çÜÐèþ*f ÌZ A èþçÜ$¢MðüO AÐèþÔèýÅMæü M>° Ëæü×ý Mìü ¨
characteristic of status in modern society ?
ÐésìýÌZ H¨ ?
(A) The wealth accumulated by
entrepreneurship (A) ç³Ç{ÔèýÐèþ$ Ýë¦ç³¯èþ §éÓÆ> Mæü*yæþ»ñýsìýt¯èþ çÜ ç³§æþ
(B) The influence enjoyed in governance
(B) {糿æý$èþÓ´ë˯èþÌZ A¯èþ$¿æýÑ ^óþ ç³Ë$Mæü$ºyìþ
(C) The extent to which an individual
distributes rewards (C) ÐèþÅMìü¢ {ç³çÌê˯èþ$ ç³ ^óþ ç³ÇÐèþ*×ýÐèþ$$
(D) The hereditary position of highly
(D) E¯èþ²èþ Ý릯éËÌZ E¯èþ² ç³NÈÓMæü$Ë ÐéÆæÿçÜèþÓ çßZ§é
placed ancestors
16. Identify one among the following which is 16. D Mìü ¨ Ðé°ÌZ çÜ ç*°Mìü ^ðþ §æþ° ÐèþÍMæü A Ôèý H¨ ?
not the basic element of community.
(A) Ðèþ*¯èþíÜMæü A¯èþ$¿æý*
(A) Psychological feeling
(B) ç³Æ>ÅÐèþÆæÿ×ý ø A¯èþ$º «§æþ
(B) Attachment with environment
(C) {´ë èþ ø VæüË çÜ º «§æþ
(C) Relationship with territory
(D) ^èþrtº§æþ®èþ
(D) Legal binding
17. Societies can be classified on the basis 17. çÜÐèþ*gê˯èþ$ Ðésìý ç³ÇÐèþ*×ý B«§éÆæÿ V> ÐèþÈYMæüÇ ^èþÐèþ^èþ$a
of their volume. The volume in society çÜÐèþ*f ÌZ° ç³ÇÐèþ*×ý çÜ*_ ^óþ¨
represents
(A) çÜÐèþ*f °Äæý$ {èþ×ýÌZ E¯èþ² {糧óþÔèý
(A) The area lying within the control of the
society (B) MæüË$ç³#VøË$èþ¯é°² A¯èþ$¿æý* ^ðþ §æþ$èþ$¯èþ²
(B) The extent of the feeling of sociability ç³ÇÐèþ*×ý
(C) The amount of area available to (C) Mæ ü Ë$ç ³ #VøË$è þ ¯é°² ÐéÅí ³ ç ³ ýgô Ä æ ý $yé°Mì ü
stretch their sociability
A §æþ$»êr$ÌZ E¯èþ² {´ë èþ
(D) The individuals or number of social
(D) çÜÐèþ*f ÌZ E¯èþ² ÐèþÅMæü$¢Ë$ Ìôý§é ÝëÐèþ*hMæü Ñ¿êV>Ë$
units in the society
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18. “Man goes progressively through three 18. Ðèþ$°íÙ {ç³VæüÖË V> Ðèþ$*yæþ$ §æþÔèýËÌZ ÝëÐèþ*hMæü V> AÀÐèþ¨®
stages of social development –
^ðþ §æþ$éyæþ$. A° DÔèýÓÆæÿèþèþÓ, A«¨¿oMæü Ðèþ$ÇÄæý$$
Theological, Metaphysical and scientific”
ÐðþOgêq°Mæü §æþÔèýË° õ³ÆöP¯èþ²ÐéÆæÿ$
according to
(A) Äæý$ Vü Ðèþ$ÇÄæý$$ Ðèþ*Mü
(A) Young and Mack
(B) BÆ>²Ìýz {X¯þ
(B) Arnold Green
(C) Duncan Mitchell (C) yæþ Mæü¯þ Ñ$^ðþÌý
(D) August Comte (D) BVæüÜt MøÐðþ$t
19. Strata subcultures tend to be particularly 19. JMæü A èþçÜ$¢ ¯èþ$ yìþ C MöMæü A èþçÜ$¢Mæü$ ^óþÆæÿyé°Mìü çÜÓ˵
distinctive when there is little opportunity AÐè þ M>Ôè ý E¯è þ ²ç ³ yæ þ $ ÝëÐè þ *hMæ ü A è þ ç Ü $¢ Ë Eç ³
to move from one stratum to another is çÜ çÜPèþ$Ë$ {ç³óþÅMæü ÑÕçÙtèþ¯èþ$ MæüÍW E yæþsê°² CÌê
known as
í³Ë$Ýë¢Ææÿ$.
(A) Closed stratification (A) çÜ Ðèþèþ çÜ¢ÈMæüÆæÿ×ýý
(B) Open stratification (B) ÑÐèþèþþ çÜ¢ÈMæüÆæÿ×ýý
(C) Stratification system (C) çÜ¢ÈMæüÆæÿ×ý ÐèþÅÐèþçܦ
(D) Biological stratification (D) iÐèþ çÜ¢ÈMæüÆæÿ×ý
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20. Match List 1 (article) with List 2 (Provision) 20. ç³sìýtMæü 1 (BÇtMæüÌý) ¯èþ$ ç³sìýtMæü 2 (HÆ>µr$)ø fèþç³Ææÿ_
and select the correct answer using the çÜÆðÿO¯èþ Møyþ¯èþ$ G í³Mæü ^óþíÜ çÜÐèþ*«§é¯é°² Væü$Ç¢ ^èþ yìþ.
code given below the lists : ç³sìýtMæü -1 ç³sìýtMæü -2
List-1 List-2 a. BÇtMæüÌý 15 1. A rÆ>°èþ¯èþ °Ææÿ*Ã˯èþ
a. Article 15 1. Abolition of b. BÇtMæüÌý 330 2. òÙyæþ*ÅË$z Mæü$ÌêË$,
untouchability òÙyæþ*ÅË$z ðþVæüË$
b. Article 330 2. Promotion of Ðèþ$ÇÄæý$$ ºËïßý¯èþ
educational, ÐèþÆ>Y˯èþ$ ѧéÅç³Ææÿ V>,
economic interests BǦMæü {ç³Äñý*f¯éËç³Ææÿ V>
of SC, ST and other {´ùèþÞíßý ^èþyæþ
Weaker Sections
c. BÇtMæüÌý 463 3. Ðèþ$èþ, gê, Mæü$Ë, Í Væü,
c. Article 463 3. Prohibition of ç³#sìýt¯èþ {´ë èþ
discrimination on
B«§éÆæÿ V> Ñ^èþæü×ý
the basis of religion,
^èþ*ç³yé°² °õÙ«¨ ^èþyæþ
race, caste, sex or
d. BÇtMæüÌý 174 4. ÌZMüçÜ¿æýÌZ òÙyæþ*ÅË$z
place of birth
d. Article 174 4. Reservation of seats
Mæü$ÌêË ÐéÇMìü òÙyæþ*ÅË$z
for SC and ST in the ðþVæüË ÐéÇMìü ïÜrÏ ÇfÆóÿÓçÙ¯þ
Lok Sabha MøyþÞ :
Codes :
a b c d
a b c d
(A) 2 4 3 1
(A) 2 4 3 1
(B) 3 1 2 4
(B) 3 1 2 4
(C) 2 1 3 4
(C) 2 1 3 4
(D) 3 4 2 1
(D) 3 4 2 1
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21. Society cannot be studied in the same 21. çÜçßýf {ç³ç³ ^é°² A«§æþÅÄæý$¯èþ ^óþíܯèþr$Ï çÜÐèþ*gê°²
way as the natural world because A«§æþÅÄæý$¯èþ ^óþÄæý$Ìôý G §æþ$Mæü sôý
(A) Human behavior is meaningful, and (A) Ðèþ*¯èþÐèþ {ç³ÐèþÆæÿ¢¯èþ AÆæÿ¦Ðèþ èþ V> E yìþ A¨ ÐèþÅMæü$¢Ë$
varies between individuals and çÜ çÜPèþ$Ëç³Ææÿ V> ÐðþOÑ«§æþÅ V> E r$ ¨
cultures (B) çÜÐèþ*f ÔéçÜÐóþèþ¢ËMæü$ ç³ÇÔZ«§æþ¯é {ç³Äñý*VæüÔéËË
(B) It is difficult for sociologists to gain Ë¿æýÅèþ MæüçÙt V> E r$ ¨
access to a research laboratory (C) ç Ü Ðè þ *f Ôéç Ü Ð ó þ è þ ¢ Ë $ ÐéÇ Eç ³ Væ ü Ðè þ *ËÌZ
(C) Sociologists are not rational or critical (approach) õßýè þ $º§æ þ ® V> Ìô ý §é
enough in their approach ÑÐèþ$ÆæÿدéèþÃMæü V> E yæþÆæÿ$
(D) We cannot collect empirical data (D) ÝëÐèþ*hMæü iÐèþ¯é°Mìü çÜ º «¨ _ A¯èþ$¿æýÐèþç³NÆæÿÓMæü
about social life
çÜÐèþ*^éÆ>°² Ðèþ$¯èþ õÜMæüÇ ^èþÌôýÐèþ$$
22. Which of the following is not related to 22. Mìü ¨ ÐésìýÌZ H¨ Ðèþ$é°Mìü çÜ º «¨ ^èþ° °ÆæÿÓ^èþ¯èþ ?
definition of religion ?
(A) A«¨ Ðèþ*¯èþÐèþ ÔèýMæü$¢Ë ç³rÏ VæüË ÐðþOQÇ
(A) Attitude towards super human powers
(B) Ðèþ$*Éæþ ¯èþÐèþ$ÃM>˯èþ$ Ðèþ$ÇÄæý$$ çÜÆ>ÓèþÃMæüèþ¯èþ$
(B) Expresses superstitions and animism
{ç³MæüsìýçÜ$¢ ¨
(C) Stimulates disobedience to their
rulers (C) ´ëËMæü$Ë ç³rÏ AÑ«§óþÄæý$èþ¯èþ$ {õ³Æóÿí³ ^óþ¨
(D) Envisages honesty and virtues (D) °gêÆÿ$$¡ Ðèþ$ÇÄæý$$ L¯èþ²éÅ˯èþ$ {ç³Ðèþ_çÜ$¢ ¨
23. Who has defined Sociology as “a science 23. ÝëÐèþ*hMæü ÑM>Ýë°² ÔéïÜÄæý$ V> A«§æþÅÄæý$¯èþ ^óþõÜ ÔéçÜÐóþ$
for scientific social development” ? çÜÐèþ*fÔéçÜÐèþ$° °ÆæÿÓ_ _¯èþÐéÆæÿ$
(A) Herbert Spencer (A) òßýÆæÿ¾Æÿt òܵ¯èþÞÆÿý
(B) A.W. Green (B) A.W. {X¯þ
(C) Auguste Comte (C) BVæüÜt MøÐðþ$t
(D) G.D. Mitchell (D) G.D. Ñ$^ðþÌý
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24. Marriage taking place within the same 24. JMóü Mæü$Ë ÌZ fÇVóü ÑÐéà°² CÌê í³Ë$Ýë¢Ææÿ$
caste is (A) òßýOç³ÆÿVæüÑ$
(A) Hypergamy (B) òßýO ´ùVæüÑ$
(B) Hypogamy
(C) G yøVæüÑ$
(C) Endogamy
(D) Exogamy (D) GMøÞVæüÑ$
25. Statement I : Concept learning results in 25. {ç³Ðèþ^èþ¯èþ I : JMóü ÆæÿMæüÐðþ$O¯èþ E©ªç³¯èþËMæü$ JMóü ÆæÿMæüÐðþ$O¯èþ
a common response to a {ç³çܵ §æþ¯èþ˯èþ$ ^óþÄæý$yæþÐóþ$ ¿êÐèþ¯é
similar class of stimuli.
A¿æýÅçܯèþ
Statement II : Problem solving involves
higher-order thinking to {ç³Ðèþ^èþ¯èþ II : çÜÐèþ$çÜÅ Ý뫧æþ¯èþ A¯óþ¨ E¯èþ²èþ {Ôóý×ìý
solve problems. BÌZ^èþ¯èþ¯èþ$ MæüÍW E r$ ¨
(A) Statements I and II are correct
(A) {ç³Ðèþ^èþ¯éË$ I Ðèþ$ÇÄæý$$ II çÜÆðÿO¯èþÑ
(B) Statement I is correct and II is
incorrect (B) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨ Ðèþ$ÇÄæý$$ II çÜÆðÿO¯èþ¨ M>§æþ$ý
(C) Statement II is correct and I is (C) {ç³Ðèþ^èþ¯èþ II çÜÆðÿO¯èþ¨ Ðèþ$ÇÄæý$$ I çÜÆðÿO¯èþ¨ M>§æþ$ý
incorrect
(D) {ç³Ðèþ^èþ¯èþ¯éË$ I Ðèþ$ÇÄæý$$ II çÜÆðÿO¯èþÑ M>Ðèþ#
(D) Statements I and II are incorrect
26. Identical twins provide a natural 26. Mìü ¨ ÐésìýÌZ H A«§æþÅÄæý$¯é°Mìü çÜÐèþ$Ææÿ*ç³ MæüÐèþËË$ çÜçßýf
experiment for the study of
(A) The relative contributions of nature
{ç³Äñý*Væü V> ç³°MìüÐèþÝë¢Ææÿ$
and nurture
(A) {ç³Mæü Ðèþ$ÇÄæý$$ ò³ ç³M>Ë Ýëõ³æü §øçßý§éË$
(B) The interaction of closely related
individuals (B) çÜ°²íßýèþ º «§æþ$èþÓ MæüÍW¯èþ ÐèþÅMæü$¢Ë ç³ÆæÿçܵÆæÿ ^èþÆæÿÅË$
(C) The relationship between maturation
(C) ç³Ç×ýèþ Ðèþ$ÇÄæý$$ A¿æýÅçܯèþË Ðèþ$«§æþÅ çÜ º «§æþ
and learning
(D) The effects of reinforcement and (D) ÑM>çÜ {ç³{MìüÄæý$ÌZ ç³#¯èþÆæÿ¾Ë¯èþ Ðèþ$ÇÄæý$$ §æþ yæþ¯èþË
punishment in development
{糿êÐéË$
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27. Which of the following is correct ? 27. Mìü ¨ ÐésìýÌZ H¨ çÜÆðÿO¯èþ¨ ?
(A) Chromosomes are the basic unit of (A) A¯èþ$Ðèþ ÕMæüèþMæü$ B«§éÆæÿ ¿æý*éË$ {MøÐðþ*gZÐþ$Ë$
heredity (B) {MøÐðþ*gZÐþ$Ë$ MóüÐèþË ç³#¯èþÆæÿ$鵧æþMæü Mæü×êËÌZ¯óþ
(B) Chromosomes are found only in
E sêÆÿ$$
reproductive cells
(C) Ððþ {r$MæüË Ææÿ Væü$, ÔèýÈÆæÿ °Æ>Ã×ý Ðèþ$ÇÄæý$$ »o¨®Mæü
(C) Genes determine such things as hair
colour, body structure and intellectual ÝëÐèþ$Æ>¦üÅ˯èþ$ f¯èþ$ÅÐèþ#Ë$ °Æ>®ÇÝë¢Æÿ$$
potential
(D) ºËÐðþ$O¯èþ f¯èþ$Åç³Ææÿ ÐéÆæÿçÜèþÓ MæüÍW¯èþ ç³#Ææÿ$çÙ$yæþ$
(D) A male with a strong genetic
Byæþ ÕÔèý$Ðèþ#ËMæü sôý GMæü$PÐèþV> Ðèþ$Væü ÕÔèý$Ðèþ#˯èþ$
inheritance will father substantially
more male than female children Mæü sêyæþ$
28. Which of the following is among the three 28. A¯èþ$Ðèþ ÕMæüèþ Ðèþ$ÇÄæý$$ ç³ÇçÜÆ>ËMæü$ çÜ º «¨ _¯èþ
factors that must be taken into account in
{ç ³ Ôè ý ²ËMæ ü $ ç Ü Ðè þ *« § é¯è þ ^ð þ ç ³ µyé°Mì ü ç ³ ÇVæ ü ×ý¯è þ ÌZMì ü
answering questions about the relative
¡çÜ$MøÐèþËíܯèþ Ðèþ$*yæþ$ M>ÆæÿM>ËÌZ JMæüsìý Mìü §æþ C_a¯èþ
contribution of heredity and environment ?
ÐésìýÌZ H¨ ?
(A) The interaction between nature and
nurture starts soon after birth (A) ç³#sìýt¯èþ Ððþ r¯óþ {ç³Mæü Ðèþ$ÇÄæý$$ ò³ ç³M>Ë Ðèþ$«§æþÅ
(B) Racial differences in contribution of ç³ÆæÿçܵÆæÿ ^èþÆæÿÅ Ððþ$$§æþËÐèþ#èþ$ ¨
nature and nurture exist (B) {ç³Mæü Ðèþ$ÇÄæý$$ ò³ ç³M>ËMæü$ çÜ º «¨ _ gêç³Ææÿ
(C) Environmental factors have an ¿ôý§éË$ sêÆÿ$$
adverse effect on the intellectual
(C) Ðèþ*¯èþÐèþ#Ë §æþÇ »o¨®Mæü ÝëÐèþ$Æ>¦üÅË ò³O¯èþ ç³ÇçÜÆ>Ë
potential of all humans
{糿êÐèþ {ç³Mæü*Ë V> E r$ ¨
(D) Inherited traits are expressed in
behaviour only if the environment (D) A¯èþ$Ðèþ ÕMæü V> çÜ {MæüÑ$ _¯èþ Ëæü×êË$ ç³ÇçÜÆ>Ë
encourages them {´ùéÞçßý E sôý¯óþ {ç³ÐèþÆæÿ¢¯èþÌZ {ç³MæüsìýèþÐèþ$Ðèþ#éÆÿ$$
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29. »Z« § æ þ ¯é Äæ ý $ {éË$ ÝëÐè þ ${W° ѧéÅÆæ ÿ$¦ Ë Mæ ü $ _¯è þ ²
29. Teaching machines present material to
students in small steps, which is Ýù´ë¯éËÌZ {糧æþÇØÝë¢Äæý$¯óþ¨ Mìü §æþ ðþÍí³¯èþ H 糧æþ®
characteristic of ______ procedures. Ëæü×ý ?
(A) Shaping (A) BMæü¡MæüÆæÿ×ý
(B) Generalization (B) Ý뫧æþÆæÿ×îýMæüÆæÿ×ý
(C) Discrimination (C) Ñ^èþæü×ý
(D) Partial Reinforcement (D) ´ëìüMæü ç³#¯èþÆæÿ¾Ë¯èþ
30. Strong attachment develops among 30. G°Ñ$¨ ¯èþ$ _ 糨õßý¯èþ$ ¯ðþËË ÐèþÄæý$çÜ$ÞÌZ° ÕÔèý$Ðèþ#ËÌZ
infants of 8 to 15 months due to Mìü §æþ ðþÍí³¯èþ ÐésìýÌZ Ðóþsìý ÐèþËÏ ºËÐðþ$O¯èþ A¯èþ$º «§æþ
(A) Fearfulness and dependence ò³Ææÿ$Væü$èþ$ ¨ ?
(B) Anxiety and depression (A) ¿æýÄæý$ Ðèþ$ÇÄæý$$ ç³Æ>«©¯èþèþ
(B) B§æþ$Æ>ª Ðèþ$ÇÄæý$$ ÐéÅMæü$Ëèþ
(C) Temper tantrums and attention-
seeking behaviour (C) çßýuæÿ ^óþÄæý$yæþ Ðèþ$ÇÄæý$$ §æþíÙt¯éMæüÇÛ ^èþyæþ
(D) Mæü$èþ*çßýË Ðèþ$ÇÄæý$$ ïÜÓÄæý$ °ÆóÿªÔèý¯èþ
(D) Curiosity and self-direction
31. The growth spurt associated with puberty 31. Äæ ý $Ðè þ Ó¯éÆæ ÿ ¿æ ý §æ þ Ôè ý ÌZ ç ß ýu>è þ $¢ V > ò³Ææ ÿ $Væ ü $§æ þ Ë
occurs _____ puberty begins for girls, and ^ør$^óþçÜ$MøÐèþyæþÐèþ$¯óþ¨ »êÍMæüËÌZ Äæý$ÐèþÓ¯éÆæÿ ¿æý §æþÔèý
_____ puberty begins for boys. {´ëÆæÿ ¿æýÐèþ$Äôý$Å _________ »êË$ÆæÿÌZ Äæý$ÐèþÓ¯éÆæÿ ¿æý
§æþÔèý {´ëÆæÿ ¿æýÐèþ$Äôý$Å ___________ fÆæÿ$Væü$èþ$ ¨
(A) After; after
(A) èþÆæÿ$Ðéèþ ; èþÆæÿ$Ðéèþ
(B) After; before
(B) èþÆæÿ$Ðéèþ ; Ðèþ$$ §æþ$V>
(C) Before; after (C) Ðèþ$$ §æþ$V> ; èþÆæÿ$Ðéèþ
(D) Before; before (D) Ðèþ$$ §æþ$V> ; Ðèþ$$ §æþ$V>
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32. The concept of object permanence is one 32. ÕÔèý$Ðèþ#ËÌZ Mìü §æþ C_a¯èþ ÐésìýÌZ H §æþÔèýÌZ ÐèþçÜ$¢ ÔéÔèýÓèþèþÓ
of the great intellectual achievements of
¿êÐèþ¯èþ HÆæÿµyìþ Vöç³µ »o¨®Mæü Ý뫧æþ¯èþ fÆæÿ$Væü$èþ$ ¨
the infants during the
(A) C {¨Äæý$ ^éËMæü §æþÔèý
(A) Sensori-motor stage
(B) ç³NÆæÿÓ{ç³^éËMæü §æþÔèý
(B) Pre-operational stage
(C) Ðèþ$*Ææÿ¢{ç³^éËMæü §æþÔèý
(C) Concrete operational stage
(D) °Äæý$èþ {ç³^éËMæü §æþÔèý
(D) Formal operational stage
33. Infancy ends and childhood begins when 33. ÕÔèý$Ðèþ#ÌZ ÔðýOÔèýÐèþ §æþÔèý Ðèþ$$WíÜ »êËÅ §æþÔèý {´ëÆæÿ ¿æýÐèþ$Äôý$Ũ
a child Gç³yæþ$ ?
(A) Can move about independently (A) çÜÓèþ {èþ V> Mæü§æþË VæüÍW¯èþç³yæþ$
(B) ¿êçÙ §éÓÆ> {ç³ç³ ^é°² AÐèþ$*Ææÿ¢ V> {´ë°«§æþÅ
(B) Can begin to represent the world
Ðèþíßý ^èþVæüÍW¯èþç³yæþ$
abstractly through language
(C) Aè þ yæ þ $ Ìô ý Mæ ü BÐð þ $ Ðð þ $$§æ þ sì ý ç ³ #sì ý t ¯ è þ Æøk
(C) Has his or her first birthday
fÆæÿ$ç³#Mæü$¯èþ²ç³yæþ$
(D) Loses the primary reflexes
(D) {´ë£æþÑ$Mæü {ç³{MìüÄæý$Ë$ MøÌZµÆÿ$$¯èþç³yæþ$
34. Critics of IQ tests are most concerned with 34. {ç³gêq ç³Èæü˯èþ$ ÑÐèþ$ÇØ ^óþ ÐéÆæÿ$ Mìü ¨ ÐésìýÌZ §óþ°°
(A) The Halo effect
§æþíÙtÌZ ò³rt$Mæü$ sêÆæÿ$
(A) ç³ÇÐóþçÙ {糿êÐèþ (halo effect)
(B) Test-taking sophistication
(B) ç³Èæü ¡çÜ$MøÐèþyæþ ÌZ° °ç³#×ýèþ
(C) Interpretation of scores (C) Væü×ý¯èþË ÐéÅRêůèþ
(D) The effect of motivation on scores (D) Væü×ý¯èþË ò³O {õ³Ææÿ×ý {糿êÐèþ
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35. Match the following : 35. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ
a. ÍMæüÆÿt 1. Ýë í$Mæü §æþ*Ææÿ Ðèþ*ç³°
a. Likert 1. Social distance scale
b. »V>ÆæÿzÜ 2. çÜÐèþ$*çßý VæüÖËèþ
b. Bogardus 2. Group dynamics
c. Ìñýѯþ 3. A¿æýÅçܯé íÜ§é® èþ
c. Lewin 3. Learning theory
d. çßýÌý 4. ç³ ^èþ ¼ «§æþ$ÐðþOQÇ Ðèþ*ç³°
d. Hull 4. Five point attitude scale
a b c d
a b c d
(A) 1 2 4 3
(A) 1 2 4 3
(B) 4 1 2 3 (B) 4 1 2 3
(C) 2 4 3 1 (C) 2 4 3 1
(D) 2 1 4 3 (D) 2 1 4 3
36. Intelligence is expressed as a quotient and 36. {ç ³ fq ¯ è þ $ ¿êVæ ü ˺ª V> {ç ³ Mæ ü sì ý Ýë¢ Æ æ ÿ $. {ç ³ gêq Ë ¼ª °
the formula used to arrive at I.Q. is
Mæü¯èþ$MøPÐèþyé°Mìü Eç³Äñý*W ^óþ çÜ*{èþ
M.A. × C.A. M.A. × C.A.
(A) (A)
100 100
M.A. M.A.
(B) × 100 (B) × 100
C.A. C.A.
C.A. C.A.
(C) × 100 (C) × 100
M.A. M.A.
(D) M.A. x C.A. x 100 (D) M.A. × C.A. × 100
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37. Intelligence is the ability 37. {ç³fq A¯óþ¨ §óþ°Mìü çÜ º «¨ _¯èþ ÝëÐèþ$Ææÿ¦üÅ
(A) To learn
(A) A¿æýÅíÜ ^èþyé°Mìü
(B) èþ¯èþ¯èþ$ é¯èþ$ ¯èþ*èþ¯èþ ç³Çíܦèþ$ËMæü$ çÜÆæÿ$ª»êr$
(B) To adjust oneself to new situations ^óþçÜ$MøVæüËVæüyé°Mìü
(C) To think in terms of ideas (C) ¿êÐèþ¯èþË ç³Ææÿ V> BÌZ_ ^èþyé°Mìü
(D) To do all the three above (D) ò³O¯èþ ðþÍí³¯èþ Ðèþ$*yìþ sìý° ^óþÄæý$yé°Mìü
38. Down’s syndrome is one of the probable 38. Mìü §æþ ÐésìýÌZ §óþ°Mìü çÜ º «¨ _¯èþ çÜ ¿êÐèþÅ M>Ææÿ×êËÌZ
causes of yú¯þÞ íÜ {yøÐþ$ Mæü*yé JMæüsìý
(A) Mental retardation (A) Ðèþ*¯èþíÜMæü Ðèþ* «§æþÅèþ
(B) Visual Impairment (B) §æþíÙt ÐðþOMæüËÅ
(C) Slow learning (C) °§é¯èþ A¿æýÅçܯèþ
(D) Learning disability (D) A¿æýÅçܯèþ AÔèýMæü¢èþ
39. Statement – 1 : To collect factual 39. {ç³Ðèþ^èþ¯èþ I : ÐéçÜ¢ÐèþÐðþ$O¯èþ çÜÐèþ*^éÆ>°²
information we prefer õÜMæüÇ ^èþyé°Mìü Ðèþ$¯èþ õÜÓ^éeç³NÇèþ,
to use open ended
{ç³Ôé²Ðèþã Eç³Äñý*WÝë¢Ðèþ$$
questionnaire.
Statement – 2 : Closed ended {ç³Ðèþ^èþ¯èþ II : çÜÐèþ*^éÆæÿ ÑÔóýÏçÙ×ýMæü$ A¯èþ$Mæü*Ë V>
questionnaire is most
E yæþr ÐèþËÏ °Æ>®Çèþ {ç³Ôé²Ðèþã°
preferred as it is akin to
data processing. GMæü$PÐèþV> G ^èþ$Mö sê
(A) Both the statements are true
(A) Æðÿ yæþ$ {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ
(B) Both the statements are false
(C) Statement 1 is true but not (B) Æðÿ yæþ$ {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ M>Ðèþ#ý
statement-2
(C) {ç³Ðèþ^èþ¯èþ 1 çÜèþÅ M>° {ç³Ðèþ^èþ¯èþ 2 AçÜèþÅ
(D) Statement 2 is true but not
statement-1 (D) {ç³Ðèþ^èþ¯èþ 2 çÜèþÅ M>° {ç³Ðèþ^èþ¯èþ 1 AçÜèþÅ
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40. To test the response pattern given by a 40. JMæü "ÐðþOQÇ' {ç³Ðèþ^èþ¯é°Mìü I§æþ$ {ç³éÅÐèþ*²Äæý$ {ç³
sample of subjects to an ‘attitude’
çܵ §æþ¯èþË$¯èþ²ç³#yæþ$ {ç³^èþÄæý$¯èþ ÌZ° ÐèþÅMæü$¢Ë$ C_a¯èþ
statement with five alternative responses,
{ç³çܵ §æþ¯èþË {MæüÐèþ*°² ç³Èìü ^èþyé°Mìü Ðèþ$¯èþ
we have to use
Eç³Äñý*W ^èþÐèþËíÜ ¨
(A) Chi square test
(A) MðüO õÜPüÓÆÿ ç³Èæü
(B) Chi square test with normal (B) Ý뫧éÆæÿ×ý çÜ ¿êÐèþÅèþ ç³ÇMæü˵¯èþø´ër$ MðüO õÜPüÓÆÿ
probability hypothesis ç³Èæü
(C) Chi square test with equal probability (C) çÜÐèþ*¯èþ çÜ ¿êÐèþÅèþ ç³ÇMæü˵¯èþø´ër$ MðüO õÜPüÓÆÿ
hypothesis ç³Èæü
(D) Chi square test with law of (D) çÜÓèþ {èþ ç³ÇMæü˵¯èþ °Äæý$Ðèþ$ ø ´ër$ MðüO õÜPüÓÆÿ
independence hypothesis ç³Èæü
41. In ethnic studies the most preferred 41. ¯èþÆæÿÐèþÆæÿY A«§æþÅÄæý$¯éËÌZ çÜÐèþ*^éÆæÿ õÜMæüÆæÿ×ýMæü$ GMæü$PÐèþV>
method of data collection is G ^èþ$Mö¯óþ 糧æþ®
(A) Indirect observation (A) ç³Æøæü ç³ÇÖ˯èþ
(B) Participatory observation (B) ¿êVæüÝëÓÐèþ$Å ç³ÇÖ˯èþ
(C) Conducting formal interviews (C) °Äæý$èþ ç³Çç³^èþe˯èþ$ °ÆæÿÓíßý ^èþyæþ
(D) Employing a questionnaire (D) {ç³Ôé²Ðèþã° Eç³Äñý*W ^èþyæþ
42. Find T score of 65 which is taken from the 42. A MæüÐèþ$«§æþÅÐèþ$ 42 V> {´ëÐèþ*×ìýMæü Ñ^èþ˯èþ 11.5 V> E¯èþ²
distribution whose mean is 42 and Ñ¿êf¯èþ ¯èþ$ _ ¡çÜ$Mæü$¯èþ² 65 Mæü$ ‘T’ Væü×ý¯èþ¯èþ$
standard deviation is 11.5. Mæü¯èþ$MøP yìþ
(A) 58 (A) 58
(B) 47 (B) 47
(C) 70 (C) 70
(D) 74 (D) 74
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43. Statement-1 : The underachievers are 43. {ç³Ðèþ^èþ¯èþ I : ÐéÇ {ç³gêq˼® Mæü sôý èþMæü$PÐèþV>
those who score less than Væü×ý¯èþË$ Ýë¨ ^óþÐéÇ° A˵
their IQ.
Statement-2 : Unlike low achievers, the
Ý뫧æþMæü$Ë$ A sêÆæÿ$
under achievers are seen
{ç³Ðèþ^èþ¯èþ II : èþMæü$PÐèþV> Ý뫨 ^óþÐéÇMæü sôý A˵
at all positions in the scale.
Ý뫧æþMæü$Ë$ Ðèþ*ç³° ò³OA°² Ý릯éËÌZ
(A) Both the statements are correct
Mæü¯èþºyæþ$éÆæÿ$
(B) Statement 1 is correct but the other is
(A) Æðÿ yæþ$ {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÐóþ
incorrect
(B) {ç³Ðèþ^èþ¯èþ 1 çÜÆðÿO¯èþ¨ M>° Æðÿ yæþÐèþ¨ çÜÆðÿO¯èþ¨ M>§æþ$
(C) Statement 2 is correct and the other
is incorrect (C) {ç³Ðèþ^èþ¯èþ 2 çÜÆðÿO¯èþ¨ M>° Ððþ$$§æþsìý¨ çÜÆðÿO¯èþ¨ M>§æþ$
(D) Both the statements are incorrect (D) Æðÿ yæþ$ {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ M>Ðèþ#
44. If we want to nullify the influence of one 44. Æðÿ yæþ$ ^èþÆæÿÆ>Ôèý$Ë çÜ º «§æþ ò³O JMæü ^èþÆæÿÆ>Õ {糿êÐé°²
variable on the relationship of two Ôèý*¯èþÅ ^óþÄæý*˯èþ$Mæü$ sôý Ðèþ$¯èþ Eç³Äñý*W ^óþ¨
variables, we use
(A) ºçßý$âæý çÜçßýçÜ º «§æþ
(A) Multiple correlation
(B) ˺ª ééPÍMæü çÜçßýçÜ º «§æþ
(B) Product moment correlation
(C) Biserial correlation
(C) »ñýOïÜÇÄæý$Ìý çÜçßýçÜ º «§æþ
(D) Partial correlation (D) ´ëìüMæü çÜçßýçÜ º «§æþ
45. The group of individuals that has one or 45. JMæüsìý Ìôý§é A èþMæü sôý GMæü$PÐèþ Ëæü×êËÌZ ÝëÆæÿ*ç³Åèþ E¯èþ²
more characteristics in common in which
ÐèþÅMæü$¢Ë çÜÐèþ$*çßý ç³rÏ ç³ÇÔZ«§æþMæü$yæþ$ BçÜMìü¢ MæüÍW E sôý
the researcher is interested, that group is
known as B çÜÐèþ$*à°² CÌê í³Ë$Ýë¢Ææÿ$
(A) The population (A) f¯é¿ê
(B) The sample (B) {ç³^èþÄæý$¯èþ
(C) The sub population (C) Eç³ f¯é¿ê
(D) The sub sample
(D) Eç³ {ç³^èþÄæý$¯èþ
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46. A researcher is conducting an 46. JMæü ç³ÇÔZ«§æþMæü$yæþ$ JMæü ò³§æþª çÜÐèþ$*çßý ò³O {ç³Äñý*V>°²
experiment on a large group and the °ÆæÿÓíßý ^èþ§æþË^èþ$Mö sôý B çÜÐèþ$*çßý ÌZ A¯èþÐèþçÜÆæÿ
method of controlling unwanted variables,
he would adopt ^èþÆæÿÆ>Ôèý$˯èþ$ °Äæý$ { ^èþyé°Mìü ^óþç³rtÐèþËíÜ ¨
(A) Matching (A) fèþ^óþÄæý$$r
(B) Randomisation (B) Äæý*«§æþ_eMæü Mæü*Ææÿ$µ
(C) Elimination (C) öËW ç³#
(D) Balancing (D) çÜÐèþ$úËÅ ^óþÄæý$$r
47. There are two lists. You have to match the 47. ç³sìýtMæü A ÌZ° A ÔéË ¯èþ$ ç³sìýtMæü B ÌZ° A ÔéËø
statement given in the List-A with the terms fèþç³Ææÿ_ Mìü §æþ C_a¯èþ MøyþË ¯èþ$ yìþ çÜÆðÿO¯èþ çÜÐèþ*«§é¯é°²
given in List-B. G í³Mæü ^óþÄæý$ yìþ
List-A List-B ç³sìýtMæü -A ç³sìýtMæü -B
a. Research by the (i) Evaluative Research a. Eç³Äñý*W ^óþ ÐéÇ (i) Ðèþ$*ÌêÅ Mæü¯èþ ç³ÇÔZ«§æþ¯èþ
MøçÜ Eç³Äñý*W ^óþ
user for the user
ÐéÆóÿ ^óþõÜ ç³ÇÔZ«§æþ¯èþ
b. Research for (ii) Fundamental
applicability Research b. A¯èþ$ÐèþÆæÿ¢±Äæý$èþ (ii) ÐèþÍMæü ç³ÇÔZ«§æþ¯èþ
MøçÜ ^óþõÜ ç³ÇÔZ«§æþ¯èþ
c. Research for (iii) Applied Research
c. Ý뫧éÆæÿ×ý AÐèþ$*Ææÿ¢ (iii) A¯èþ$ÐèþÇ¢èþ ç³ÇÔZ«§æþ¯èþ
general abstract
gêq¯èþ MøçÜ ^óþõÜ
knowledge
ç³ÇÔZ«§æþ¯èþ
(iv) Action Research (iv) {MìüÄæý*èþÃMæü ç³ÇÔZ«§æþ¯èþ
a b c a b c
(A) (iv) (ii) (i) (A) (iv) (ii) (i)
(B) (iv) (iii) (i) (B) (iv) (iii) (i)
(C) (iii) (iv) (ii) (C) (iii) (iv) (ii)
(D) (iv) (iii) (ii) (D) (iv) (iii) (ii)
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48. The degree to which findings of a study 48. JMæü A«§æþÅÄæý$¯èþ ÌZ° çÍé˯èþ$ ÑçÜ¢èþ f¯é¿êMæü$
can be generalized to a wider population Ý뫧éÆæÿ×îýMæüÇ ^óþ Ýë¦Æÿ$$° CÌê í³Ë$Ýë¢Ææÿ$
is known as
(A) Q_aèþ çÜ{ç³Ðèþ*×ýèþ
(A) Precision validity
(B) °ÇÃMæü çÜ{ç³Ðèþ*×ýèþ
(B) Construct validity
(C) »êçßýÅ çÜ{ç³Ðèþ*×ýèþ
(C) External validity
(D) Internal validity (D) A èþÆæÿYèþ çÜ{ç³Ðèþ*×ýèþ
49. If a researcher rejects a null hypothesis, 49. JMæü ç³ÇÔZ«§æþMæü$yæþ$ Ôèý*¯èþÅ ç³ÇMæü˵¯èþ¯èþ$ ÆæÿçÜPÇõÜ¢ B
the research is either ç³ÇÔZ«§æþ¯èþ
(A) Incorrect or made a type 1 error (A) çÜÆðÿO¯èþ¨ M>§æþ$ A¨ Ððþ$$§æþsìý ÆæÿMæü §øÚë°² MæüÍW E ¨
(B) Correct or made a type 1 error (B) çÜÆðÿO¯èþ¨ Ìôý§é A¨ Ððþ$$§æþsìý ÆæÿMæü §øÚë°² MæüÍW E ¨
(C) çÜÆðÿO¯èþ¨ M>§æþ$ Ìôý§é A¨ Æðÿ yæþÐèþ ÆæÿMæü §øÚë°² MæüÍW
(C) Incorrect or made a type 2 error E¨
(D) Correct or made a type 2 error (D) çÜÆðÿO¯èþ¨ Ìôý§é A¨ Æðÿ yæþÐèþ ÆæÿMæü §øÚë°² MæüÍW E ¨
50. Which of the following is not a 50. Mìü ¨ ÐésìýÌZ H¨ °ÇÃèþ ç³Çç³^èþe Ëæü×ý M>§æþ$
characteristic of structured interviews ? (A) ç³Çç³^èþe °ÆæÿÓçßý×ýÌZ {ç³Ôèý²Ë¯èþ$ JMæü {MæüÐèþ$ ÌZ
(A) There is an order and sequence in
ÐèþÆæÿ$çÜÌZ AyæþVæür E r$ ¨
questions asked during interview
(B) There is complete flexibility and (B) ç³Çç³^èþe ¨Ôèý¯èþ$ °Ææÿ~Æÿ$$ ^èþyæþ ÌZ çÜ ç³NÆæÿ~ ¯èþÐèþ$Åèþ,
freedom for deciding direction of õÜÓ^ée E sêÆÿ$$
interview
(C) JMæü {ç³óþÅMæü Ñ«§é¯èþ {ç³M>Ææÿ {ç³çܵ ¨ ^óþ Ñ«§æþ V>
(C) There is scope for laying down
instructions for responding in a B§óþÔé˯èþ$ Ñ«¨ ^èþyé°Mìü AÐèþM>Ôèý E r$ ¨
particular way
(D) ç ³ Çç ³ ^è þ e¯è þ $ °Ææ ÿ Óí ß ý ^è þ yé°Mì ü JMæ ü ç ³ §æ þ ®
(D) There is a laid down procedure for
conducting the interview °Æ>®Ç ^èþºyìþ E r$ ¨
———————
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Page 1 of 24
Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.